The educational significance of the literary heritage of mekhitar gosha

Abstract

The examination of Mkhitar Gosh’s ethical heritage within the educational paradigm of high school is regarded as a fundamental means of confronting the challenges of modernity. In the face of the moral disorientation prevalent among contemporary youth, Gosh’s ethical system—anchored in the principles of justice, moderation, and reason—offers a vital and distinctive arsenal for cultivating internal resilience against social vices. In Gosh’s worldview, morality exists in organic unity with jurisprudence and the concept of state-building. Within the context of establishing a rule-of-law state, his bequeathed principles of the "common good" and social responsibility are transformed into educational benchmarks, instilling the realization that individual virtue is the cornerstone of socio-political strength. The allegorical structure of his fables and the resolution of moral dilemmas serve as powerful methodological tools for developing the analytical capacities of adolescents. These elements facilitate a contextual understanding of phenomena and foster conscious moral decision-making through the disclosure of cause-and-effect relationships. The revitalization of medieval wisdom allows students to perceive national culture as an inseparable part of universal civilization, thereby promoting national self-awareness and the strengthening of personal dignity. Ultimately, the integration of Mkhitar Gosh’s ethical system into the educational process is not merely a matter of historical inquiry, but a strategic pedagogical approach aimed at shaping a rational, morally mature, and civically engaged modern individual.